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KEY TERMS IN ABA AND AUTISM SUPERVISION 2025 MULTICHOICE
ANSWERED EXAM QUESTIONS WITH DETAILED RATIONALE
“Setting” is best defined as:
A. A reinforcement schedule.
B. A behavior plan.
✅C. The environment in which something occurs.
D. A method of data collection.
Rationale: “Setting” refers to the physical/social context that influences behavior.
“Empathy” means:
A. Solving problems for someone.
✅B. The ability to understand and share the feelings of another.
C. Correcting another person’s emotions.
D. Observing behavior without feeling.
Rationale: Empathy involves both understanding and sharing emotional states.
“Sequential modification” refers to:
A. Focusing on one setting only.
✅B. Teaching a behavior to occur across multiple settings (stepwise).
C. Punishing behavior then reinforcing it.
D. Using only natural reinforcers.
Rationale: It’s a strategy to generalize behavior across contexts in sequence.
“Introduce natural maintaining contingency” means:
A. Use tokens forever.
✅B. Teach behaviors so consequences likely in the natural environment will maintain them.
C. Rely only on contrived reinforcers.
D. Avoid natural consequences.
Rationale: Aligns training with naturally occurring reinforcers for durability.
“Train sufficient exemplars” means:
A. Teach only one example repeatedly.
✅B. Teach across a variety of stimulus examples to promote generalization.
C. Avoid variability during teaching.
D. Teach only in the generalization setting.
Rationale: Multiple exemplars reduce narrow stimulus control and increase transfer.
“Mediate generalize” (mediate generalization) refers to:
A. Only external prompts.
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✅B. Use self-instruction, self-recording, or cues so learners generalize skills themselves.
C. Never teach self-management.
D. Use punishment to control generalization.
Rationale: Mediation equips learners with internal tools to sustain behavior across contexts.
“Train ‘to generalize’” (reinforcer generalization) is:
A. Ignoring reinforcement.
✅B. Using generalized reinforcers so behavior becomes less tied to specific MOs.
C. Training only in contrived settings.
D. Using aversive control.
Rationale: Generalized reinforcers (e.g., social praise) maintain behavior across varied MOs.
“Planned models” are:
A. Unintentional peer behaviors.
✅B. Deliberate demonstrations designed to evoke specific imitative responses (teacher
models).
C. Random environmental stimuli.
D. Only video models.
Rationale: Planned modeling is intentional and structured to teach imitation.
“Unplanned models” include:
A. Therapist demonstrations only.
✅B. Spontaneous examples (peers, media) that learners may imitate unintentionally.
C. Strictly contrived mediators.
D. Formal prompts.
Rationale: Unplanned models are incidental and can influence learning outside instruction.
“Indirect preference assessments” involve:
A. Free-operant direct observation only.
✅B. Surveys/interviews of caregivers/teachers to infer preferences.
C. Paired-stimulus choice tasks.
D. Skinner box tests.
Rationale: Indirect methods gather reported preference information before direct testing.
“Direct preference assessments” include:
A. Interviews only.
✅B. Observational/choice-based methods (single, paired, MSWO, MSW, free-operant).
C. Guesswork by staff.
D. No-stimulus assessments.
Rationale: Direct assessments observe the individual’s actual choices with stimuli.
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Positive outcomes of evidence-based supervision include:
A. Reduced accountability.
✅B. Improved analytic/ethical repertoires, problem-solving, service quality, and client
outcomes.
C. Less documentation.
D. Avoiding feedback.
Rationale: Evidence-based supervision builds skills, ethical practice, and better client care.
Negative outcomes of failing to provide evidence-based supervision include:
A. Improved client results.
✅B. Inadequate professional skills, poor decision-making, weak supervision, unethical
behavior.
C. Greater data use.
D. Heightened competence.
Rationale: Poor supervision undermines practitioner competence and client safety.
Supervisee goal setting should:
A. Be vague and general.
✅B. Identify, sequence skills, define them, and set mastery criteria.
C. Avoid assessment.
D. Use only qualitative descriptions.
Rationale: Specific, measurable goals guide effective training and evaluation.
Supervisee expectations typically include all EXCEPT:
A. Adhere to documentation.
B. Participate in observations.
C. Respond professionally to feedback.
✅D. Ignore supervisor requests.
Rationale: Expectations require active participation and professionalism.
Semilogarithmic charts are characterized by:
A. Logarithmic x-axis only.
✅B. Logarithmic y-axis so equal vertical distances reflect equal proportional changes.
C. No axes.
D. Pie-chart format.
Rationale: Semilog charts help show proportional rates of change clearly.
“Alternative behaviors” are taught to:
A. Punish problem behavior.
✅B. Allow access to reinforcers that previously maintained problem behavior via acceptable
KEY TERMS IN ABA AND AUTISM SUPERVISION 2025 MULTICHOICE
ANSWERED EXAM QUESTIONS WITH DETAILED RATIONALE
“Setting” is best defined as:
A. A reinforcement schedule.
B. A behavior plan.
✅C. The environment in which something occurs.
D. A method of data collection.
Rationale: “Setting” refers to the physical/social context that influences behavior.
“Empathy” means:
A. Solving problems for someone.
✅B. The ability to understand and share the feelings of another.
C. Correcting another person’s emotions.
D. Observing behavior without feeling.
Rationale: Empathy involves both understanding and sharing emotional states.
“Sequential modification” refers to:
A. Focusing on one setting only.
✅B. Teaching a behavior to occur across multiple settings (stepwise).
C. Punishing behavior then reinforcing it.
D. Using only natural reinforcers.
Rationale: It’s a strategy to generalize behavior across contexts in sequence.
“Introduce natural maintaining contingency” means:
A. Use tokens forever.
✅B. Teach behaviors so consequences likely in the natural environment will maintain them.
C. Rely only on contrived reinforcers.
D. Avoid natural consequences.
Rationale: Aligns training with naturally occurring reinforcers for durability.
“Train sufficient exemplars” means:
A. Teach only one example repeatedly.
✅B. Teach across a variety of stimulus examples to promote generalization.
C. Avoid variability during teaching.
D. Teach only in the generalization setting.
Rationale: Multiple exemplars reduce narrow stimulus control and increase transfer.
“Mediate generalize” (mediate generalization) refers to:
A. Only external prompts.
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✅B. Use self-instruction, self-recording, or cues so learners generalize skills themselves.
C. Never teach self-management.
D. Use punishment to control generalization.
Rationale: Mediation equips learners with internal tools to sustain behavior across contexts.
“Train ‘to generalize’” (reinforcer generalization) is:
A. Ignoring reinforcement.
✅B. Using generalized reinforcers so behavior becomes less tied to specific MOs.
C. Training only in contrived settings.
D. Using aversive control.
Rationale: Generalized reinforcers (e.g., social praise) maintain behavior across varied MOs.
“Planned models” are:
A. Unintentional peer behaviors.
✅B. Deliberate demonstrations designed to evoke specific imitative responses (teacher
models).
C. Random environmental stimuli.
D. Only video models.
Rationale: Planned modeling is intentional and structured to teach imitation.
“Unplanned models” include:
A. Therapist demonstrations only.
✅B. Spontaneous examples (peers, media) that learners may imitate unintentionally.
C. Strictly contrived mediators.
D. Formal prompts.
Rationale: Unplanned models are incidental and can influence learning outside instruction.
“Indirect preference assessments” involve:
A. Free-operant direct observation only.
✅B. Surveys/interviews of caregivers/teachers to infer preferences.
C. Paired-stimulus choice tasks.
D. Skinner box tests.
Rationale: Indirect methods gather reported preference information before direct testing.
“Direct preference assessments” include:
A. Interviews only.
✅B. Observational/choice-based methods (single, paired, MSWO, MSW, free-operant).
C. Guesswork by staff.
D. No-stimulus assessments.
Rationale: Direct assessments observe the individual’s actual choices with stimuli.
, ESTUDYR
Positive outcomes of evidence-based supervision include:
A. Reduced accountability.
✅B. Improved analytic/ethical repertoires, problem-solving, service quality, and client
outcomes.
C. Less documentation.
D. Avoiding feedback.
Rationale: Evidence-based supervision builds skills, ethical practice, and better client care.
Negative outcomes of failing to provide evidence-based supervision include:
A. Improved client results.
✅B. Inadequate professional skills, poor decision-making, weak supervision, unethical
behavior.
C. Greater data use.
D. Heightened competence.
Rationale: Poor supervision undermines practitioner competence and client safety.
Supervisee goal setting should:
A. Be vague and general.
✅B. Identify, sequence skills, define them, and set mastery criteria.
C. Avoid assessment.
D. Use only qualitative descriptions.
Rationale: Specific, measurable goals guide effective training and evaluation.
Supervisee expectations typically include all EXCEPT:
A. Adhere to documentation.
B. Participate in observations.
C. Respond professionally to feedback.
✅D. Ignore supervisor requests.
Rationale: Expectations require active participation and professionalism.
Semilogarithmic charts are characterized by:
A. Logarithmic x-axis only.
✅B. Logarithmic y-axis so equal vertical distances reflect equal proportional changes.
C. No axes.
D. Pie-chart format.
Rationale: Semilog charts help show proportional rates of change clearly.
“Alternative behaviors” are taught to:
A. Punish problem behavior.
✅B. Allow access to reinforcers that previously maintained problem behavior via acceptable
